Creating a Sustainable Future: Designing and Exploring What Our Learning Looks Like Teacher: Nancy Pollard School: Manachaban Grade/Subject(s): Gr. 8 Email: npollard@rockyview.ab.ca Inquiry/Project/Activity Title: Biodiversity Inquiry

Brief description of Inquiry/Project/Activity: This inquiry involved identifying and recording the abundance of different species in a transect area of the swift fox enclosure and comparing this ecosystem with other habitats in Alberta and BC. The data we gathered from the Swift Fox enclosure was “real” scientific data used by the CEI (Cochrane Ecological Institute) for their Swift Fox rehabilitation program. In this inquiry students took the role of various scientists and worked within a team of scientists. The main focus of this inquiry was to learn about the biodiversity of the area and if it was sustainable for the Swift Fox. This inquiry is part of the WILD program (Wisdom Inquiry Learning Doing); a grade 8 experiential outdoor and environmental education program where students learn

Creating a Sustainable Future: Designing and Exploring What Our Learning Looks Like curricular outcomes doing various hands­on community projects, going on many overnight camps as well as many educational field studies. Big Ideas (Key Concepts and Learning Outcomes) The big ideas (Concepts/Learning Outcomes) in our learning are… SCIENCE KEY CONCEPT: Humans are part of nature: we depend on ecosystems and on the network of interactions among organisms and within and among ecosystems. Learning Outcomes:

I demonstrate compassion and respect toward all living things. I discover the components of local habitats that provide essential elements for all

life including my daily living. I understand my role as an integral part of an ecosystem and the interconnections

between humans and the natural environment in which we live. I describe how the choices I make impact the environment (air, land and water) and

I make choices that have a positive environmental impact locally and globally. I understand that healthy ecosystems provide the requirements that are essential

to all life, such as fresh air, clean water, and fertile land. I can identify through various ways of knowing, the living and nonliving components

of my local ecosystem, and give examples of the way in which they are connected locally and globally.

KEY CONCEPT: Earth's natural systems are constantly changing from both natural and human causes Learning Outcomes:

I understand and give examples in which natural and human events have changed the land where I live.

I articulate the ways in which a growing human population, combined with our increased consumerism, impacts Earth’s natural systems.

Creating a Sustainable Future: Designing and Exploring What Our Learning Looks Like

I describe the ways in which human activities (recreational, industrial, etc.) impact the environment – positively or negatively, and describe how these effects can be cumulative.

I investigate how complex natural systems can change, and explore the causes of such changes.

KEY CONCEPT: Biological diversity varies according to geography and land use, and is essential for healthy ecosystems. Learning Outcomes;

I identify diversity in my own schoolyard/community and describe the value it provides for my community.

I recognize that diversity creates resilient and adaptable natural systems. I describe patterns of diversity over space and time. I demonstrate ways of preserving biological diversity locally and globally.

SOCIAL STUDIES KEY CONCEPT: Exploration, discovery and knowledge of the natural and built environment where we live develops a sense of place and supports locally-based stewardship and citizenship. Learning Outcomes:

I discover and document the features of my local natural and built environment that make it special to me.

I develop ideas on how I can provide for my community to demonstrate citizenship and stewardship.

WELLNESS KEY CONCEPT: Direct experiences with nature develop emotional, mental, psychological, behavioral, physical well-being, a sense of wonder, and appreciation for beauty. Learning Outcomes:

Creating a Sustainable Future: Designing and Exploring What Our Learning Looks Like

I explore a natural environment and illustrate the senses I use. I describe what I notice and feel when I am in nature. I express my view on the beauty and importance of nature. I demonstrate the skills necessary to have a safe and enjoyable experience in nature

in various kinds of weather conditions. I reflect upon the importance of the natural environment and outdoor living to my

personal well-being and a healthy lifestyle. I develop interpersonal skills by practicing leadership in an outdoor environment.

KEY CONCEPT: Human life is reliant upon the health of our natural environment and this requires an ethic of respect, compassion and stewardship for the natural environment. Learning Outcomes:

I demonstrate actions that reflect compassion, respect and stewardship for the environment and others.

KEY CONCEPT: Collaborative and facilitation skills are essential to resolve conflicts, solve complex problems, and create good solutions and decisions. Learning Outcomes:

I contribute to a group or community project. I contribute to a group or community project that requires research and agreement

on an action. I explore and apply various interpersonal and group processes to accomplish group

decision-making and group projects. I develop and practice the skills of empathy, cooperation, facilitation, and

collaboration to accomplish group decision-making and group projects. I understand that everyone learns and communicates in different ways and that

these need to be considered and valued in group processes.

Driving Questions The questions that drive our learning are…

What is biodiversity?

Creating a Sustainable Future: Designing and Exploring What Our Learning Looks Like

What impacts biodiversity? How can we reduce the level of impact from changing biodiversity

Cross-Curricular Competencies (RVS Competencies) The competencies emphasized in our learning are…

Know how to learn… to gain knowledge, understanding or skills, through experience, study, and interaction with others - self directed

Think critically...conceptualize, apply, analyze, synthesize and evaluate to construct knowledge

Identify and solve complex problems...have the capacity to solve a range f problems, from simple to complex

Manage Information...access, interpret, evaluate and use information effectively, efficiently and ethically

Apply Multiple literacies...reading, writing, mathematics, technology Demonstrate good communication skills and ability to work cooperatively with

others - leadership Demonstrate global and cultural understanding...considering the economy and

sustainable development

Inquiry/ Project/ Activity Description of the inquiry/project/activity with respect to real life, authentic knowledge building opportunities; experiential learning; integrated learning; working with experts; ethical citizenship (stewardship) etc... Cochrane Ranch Weed Pull- In September students learned about invasive species and how they can really “take over” the important native plants in order to maintain a balanced and diverse eco-system (the beginnings of the biodiversity study) As part of this plant study students applied to do a Weed Pull with the Town of Cochrane. Here students saw and felt first-hand what the invasive thistle can do and how it is so bad for our native plants and for the surrounding creeks and rivers. During this 3-hour weed pull the Town of Cochrane staff taught the students about invasive species and and how to get rid of them and then the students set out to pull as many weeds as possible. As a bonus the town gave the class $300 for the weed-pull. (see weed-pull video) https://www.youtube.com/watch?v=VLm2hNUi1CE

Creating a Sustainable Future: Designing and Exploring What Our Learning Looks Like

Tour of Ecological Institute- Lisa Dahlseide Students toured the Cochrane ecological Institute and were given the background information of the Swift Fox Rehabilitation program. Students learned that scientific data is important in supporting the project. Introduction of the Biodiversity Study and the roles of the various scientists: In class we reviewed the Biodiversity Study lab report assignment outline (see attached Biodiversity study lab report assignment: https://drive.google.com/open?id=0B1NxCdlSrGDnY1ZOVzU3OExUT3c ) and went over the various roles of the scientists and what jobs they had to do. We went over what a transect is, how to do the transect lines and how to record data. We also discussed and practiced how to use and do the other scientists jobs such as geographer and how to find the latitude, longitude and the angle of the slope. Cochrane Ecological Institute (CEI) visit #2 and #3 Our second and third time back to CEI students got to work in their transect areas recording their data according to the scientist data sheets.

Creating a Sustainable Future: Designing and Exploring What Our Learning Looks Like

Roles of Scientists Animal Ecologist (see attached animal ecologist data sheet)

https://drive.google.com/open?id=0B1NxCdlSrGDnUGNQVHpqZF9Ob00 Plant Ecologist (see attached plant ecologist data sheet)

https://drive.google.com/open?id=0B1NxCdlSrGDnWjNxQTAxT29ndkU Soil Ecologist (see attached soil ecologist data sheet)

https://drive.google.com/open?id=0B1NxCdlSrGDnb2k4eFRrUmYtT0k Geographer (see attached geographer data sheet)

https://drive.google.com/open?id=0B1NxCdlSrGDnb2k4eFRrUmYtT0k

Creating a Sustainable Future: Designing and Exploring What Our Learning Looks Like Cochrane Ranch north and south facing slopes In order to have other data to compare the students later went to the Cochrane Ranche where they did the same study they did at the CEI in the swift fox enclosure on the north and south facing slopes. Research and report write-up After all the data was collected students then did some research on the swift fox and their habitat and they also researched the different ecosystems in Alberta. They then completed their lab-write-up using the data collected along with their research in order to not only compare the 3 different sites but to determine which is the best habitat for the swift fox. Data Summary to CEI After they handed in their lab-reports they put together all their data sheets from the CEI and created a “map” of the swift fox enclosure with all the plant and canopy data recorded on the map. This data was actually going to be used by the CEI for scientific purposes. Demonstrating our Learning (Assessment) This is how we have demonstrated, documented and reflected upon our learning

Biodiversity Report Biodiversity Report Rubric

https://drive.google.com/open?id=0B1NxCdlSrGDnY1ZOVzU3OExUT3c study of transect area of the Swift Fox enclosure study of transect area of the Cochrane Ranche discussion and comparison of the different transect areas and environments we

have travelled to. summary map of data to CEI for their scientists

Success for all Students This is how we have differentiated, provided supports, etc. to make it for everyone...

Creating a Sustainable Future: Designing and Exploring What Our Learning Looks Like

Students Choice- students were able to choose which “scientist” they wanted to be so those students that are more “hands-on” and engaged in animal observations were the wildlife scientists and those students who enjoy math and were the geologists.

Accommodations with written work in relation amount , more photos and sketches vs. texts etc.

Text to talk for ipad work Group make up included peer support

Resources The resources we utilized to support our learning are...

Kananaskis Country Education and Young Scientist Program Town of Cochrane - parks department Lisa Dahlseide- Cochrane Ecological Institute

What changed for the students

They became more observant and focussed on their environment Increased appreciation for natural habitats Understanding of the importance of biodiversity The feeling of being “real” scientists and their data will actually be used.